Early Stage Edtech Investment Thesis (Sept 2016)Earnest Sweat
Here is an example of a personal investment thesis that I created to share with venture capital firms. In this example, I provide my personal perspective on the edtech sector. For details on how I build this thesis check out my blog (https://goo.gl/CU4Qid).
Note: Some of the confidential information has been redacted for privacy.
Digital transformation in Higher Education webinar
Monday 10 September 2018
Speakers:
Kuldip Sandhu and Paul Featherstone
The link to the write up page and resources of this webinar:
https://www.apm.org.uk/news/digital-transformation-in-higher-education-webinar/
Early Stage Edtech Investment Thesis (Sept 2016)Earnest Sweat
Here is an example of a personal investment thesis that I created to share with venture capital firms. In this example, I provide my personal perspective on the edtech sector. For details on how I build this thesis check out my blog (https://goo.gl/CU4Qid).
Note: Some of the confidential information has been redacted for privacy.
Digital transformation in Higher Education webinar
Monday 10 September 2018
Speakers:
Kuldip Sandhu and Paul Featherstone
The link to the write up page and resources of this webinar:
https://www.apm.org.uk/news/digital-transformation-in-higher-education-webinar/
What are the opportunities in Edtech?
Data Science.
Machine Learning.
Big Data.
Programming.
Business Analytics.
Project Management.
Web Design.
DevOps and Cloud computing.
A presentation to support regional schools exploring the Digital Technologies curriculum, ICT capability, deep learning pedagogies and the Leading Lights project
Presented at the British Columbia Collaboration Event for Educators - an annual conference that discusses the future of IT and education in Canada.
Presented by Tracy Biernacki-Dusza, National Project manager of the Focus on Information Technology program (FIT); a youth inititiative developed by the Information and Communications Technology Council (ICTC)
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
Document of student accomplishments under the BSU/INL/IEDA program to grow a more entrepreneurial idaho!
email for me is no longer valid; use norris.krueger[at]gmail.com
Thanks for reading this - Students Really Are Our Secret Weapon!
Driving Digital Transformation in Higher Education. 2020 EDUCAUSE Horizon Reporteraser Juan José Calderón
Driving Digital Transformation in Higher Education . 2020 EDUCAUSE Horizon Report™ | Teaching and Learning Edition. D. Christopher Brooks, EDUCAUSE
Mark McCormack, EDUCAUSE
June 2020
This report profiles key trends and emerging technologies and practices shaping the future of teaching and learning and envisions a number of scenarios and implications for that future. It is based on the perspectives and expertise of a global panel of leaders from across the higher education landscape.
We can talk about Education 4.0 in a future and adequate context to train students in a scenario of needs and new skills demand for Industry 4.0. In this Industry 4.0 scenario, new technologies converge in a disruptive and complex ecosystem and basically comprise it.
10th HRSD SUMMIT, General Santos City, July 20-22, 2011
Birth of A Permanent Mechanism: The MinDA Act of 2010 (RA 9996)
MINDANAO DEVELOPMENT AUTHORITY
4F SSS Building, Bajada, Davao City
Tel. No.: (082) 221-1345 and Telefax: (082) 221-8108
Email: info@minda.gov.ph
marks : Industry Readiness Program (IRP) 2013 , for MCA Students Vishal Bisht
marks : Industry Readiness Program (IRP) 2013 , for the MCA Students - First time in india focused program for MCA , This program help for both Industry as well as the MCA students. Contact - Program Coordinator to know more about this program.
This is the Powerpoint from the Information Session held on 20th July 2012, providing information about the latest funding under the National VET E-learning Strategy. It also contains hints and tips about writing a strong application.
Global Education and Training Investment @ MIT SloanVincent Fung
Presented at Global Education and Training Investment @ MIT Sloan Edtech Friday event.
Agenda:
1. Introduction about NetDragon
2. Global education and training - insights and trends
3. The Next Big Thing! - VR/AR
Presented by Tracy Biernacki-Dusza on behalf of the Focus on Information Technology program (FIT), an umbrella program developed by the Information and Communications Technology Council. (ICTC)
This presentation was giving at the 3rd annual Futures in ICT Collaboration event hosted at SAIT polytechnic.
For more information about the FIT program, ICTC, and other youth initiatives please visit: www.focusit.ca
Follow us at @FOCUSITca
See how a status quo challenging approached improved oil exploration can help your SCRUM team improve quality, reduce cost, and meet functional deliverable expectations using TREDD
What are the opportunities in Edtech?
Data Science.
Machine Learning.
Big Data.
Programming.
Business Analytics.
Project Management.
Web Design.
DevOps and Cloud computing.
A presentation to support regional schools exploring the Digital Technologies curriculum, ICT capability, deep learning pedagogies and the Leading Lights project
Presented at the British Columbia Collaboration Event for Educators - an annual conference that discusses the future of IT and education in Canada.
Presented by Tracy Biernacki-Dusza, National Project manager of the Focus on Information Technology program (FIT); a youth inititiative developed by the Information and Communications Technology Council (ICTC)
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
Document of student accomplishments under the BSU/INL/IEDA program to grow a more entrepreneurial idaho!
email for me is no longer valid; use norris.krueger[at]gmail.com
Thanks for reading this - Students Really Are Our Secret Weapon!
Driving Digital Transformation in Higher Education. 2020 EDUCAUSE Horizon Reporteraser Juan José Calderón
Driving Digital Transformation in Higher Education . 2020 EDUCAUSE Horizon Report™ | Teaching and Learning Edition. D. Christopher Brooks, EDUCAUSE
Mark McCormack, EDUCAUSE
June 2020
This report profiles key trends and emerging technologies and practices shaping the future of teaching and learning and envisions a number of scenarios and implications for that future. It is based on the perspectives and expertise of a global panel of leaders from across the higher education landscape.
We can talk about Education 4.0 in a future and adequate context to train students in a scenario of needs and new skills demand for Industry 4.0. In this Industry 4.0 scenario, new technologies converge in a disruptive and complex ecosystem and basically comprise it.
10th HRSD SUMMIT, General Santos City, July 20-22, 2011
Birth of A Permanent Mechanism: The MinDA Act of 2010 (RA 9996)
MINDANAO DEVELOPMENT AUTHORITY
4F SSS Building, Bajada, Davao City
Tel. No.: (082) 221-1345 and Telefax: (082) 221-8108
Email: info@minda.gov.ph
marks : Industry Readiness Program (IRP) 2013 , for MCA Students Vishal Bisht
marks : Industry Readiness Program (IRP) 2013 , for the MCA Students - First time in india focused program for MCA , This program help for both Industry as well as the MCA students. Contact - Program Coordinator to know more about this program.
This is the Powerpoint from the Information Session held on 20th July 2012, providing information about the latest funding under the National VET E-learning Strategy. It also contains hints and tips about writing a strong application.
Global Education and Training Investment @ MIT SloanVincent Fung
Presented at Global Education and Training Investment @ MIT Sloan Edtech Friday event.
Agenda:
1. Introduction about NetDragon
2. Global education and training - insights and trends
3. The Next Big Thing! - VR/AR
Presented by Tracy Biernacki-Dusza on behalf of the Focus on Information Technology program (FIT), an umbrella program developed by the Information and Communications Technology Council. (ICTC)
This presentation was giving at the 3rd annual Futures in ICT Collaboration event hosted at SAIT polytechnic.
For more information about the FIT program, ICTC, and other youth initiatives please visit: www.focusit.ca
Follow us at @FOCUSITca
See how a status quo challenging approached improved oil exploration can help your SCRUM team improve quality, reduce cost, and meet functional deliverable expectations using TREDD
Imbracaminte copii,hainute copii,hainute botez.
trusou botez,trusouri botez,trusou,hainute botez,accesorii botez,pardesiu botez,nou nascuti,compleu botez,rochite botez,fetite,baieti,bebelusi.
Si pentru ca alaturi de noi au crescut multi copii ne-am diversificat productia realizand si hainute pentru botez,rochite botez,compleuri botez ,paltonase botez pentru fetite daR si costume botez pentru baieti si bineinteles trusouri de botez atat pentru fetite cat si pentru baieti.
Bebelusii dvs vor arata minunat in hainutele JOHNNY iar timpul dvs pretios va fi salvat prin elementele ce le contin trusourile complete.
Flexibilitatea este una din caracteristicile unei companii mici de aceea si noi ne dorim sa ne adaptam intentiilor si necesitatilor fiecarui copil si sa ne orientam produsele astfel incat evenimentele din familia dumneavoastra sa prinda culoare.
Realizate din materiale naturale,precum poplin bumbac,catifea bumbac,in,stofe de lana sau viscoza produsele noastre fac deliciul unui eveniment precum botezul
Arterial Hypertension is a devastating illness, against which we better get ready to control it - Patient and family awareness needs more effort from providers. A companion is Respiratory Distress to recognize and manage in ER
The Unbundled University: Researching emerging models in an unequal landscape – ESRC/NRF funded 26 month project
Profs Neil Morris and Laura Czerniewicz from the universities of Leeds and Cape Town, respectively, are the Principal Investigators on the 26-month project ‘The Unbundled University: Researching Emerging Models in an Unequal Landscape’, from October 2016 to November 2018. Also on the team are Carlo Perrotta, Bronwen Swinnerton and Mariya Ivancheva from the University of Leeds and Alan Cliff, Sukaina Walji and Rebecca Swartz from the University of Cape Town. This project examines the profound confluence which constitutes the unbundled university – the intersection of increasingly disaggregated curricula and services, the affordances of digital technologies, the growing marketisation of the higher education sector itself and the deep inequalities which characterise both the sector and the contexts in which they are located.
Each of these aspects contributes to the complex ways in which the nature of Higher Education is itself evolving. For example, the past few years have seen the appearance of many flexible online courses and qualifications, delivered in new configurations of providers and partnerships, including by parties new to the sector. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of unbundling and rebundling, as it is playing out in the rapidly reconfiguring sphere. This project will explore how these formulations are coming into being, how opportunities are being exploited and whose interests are being served
The Future of Learning Technology in UK Higher Education
At Microsoft it’s essential that we understand how we can support
innovative individuals, businesses and organisations to shape the future – and there is no more important area for innovation than Higher Education.
Introduction
Learning delivery in Higher Education Institutions (HEIs) is
being reshaped before our eyes, thanks in part to advances
in technology and the new pedagogical theories facilitated by
that technology.
In order to understand more about the ever-evolving
relationship between technology and learning, we spent time
speaking with six of the UK’s leading learning technologists
working within HEIs.
In a series of interviews exploring current practice, changing
needs and key trends, we were able to establish how digital
devices are being used in universities and how cutting-edge
technology can continue to compliment a sector experiencing
fresh emphasis on collaboration, creation and innovation.
Summary presentation looking at developments related to changes in institutions as a result of markets, demographics, technology, austerity in higher education.
Why Training in Engineering colleges should orient towards Industry 4.0 and the importance of advanced Mfg techniques. What should India do to catch up with the requirements for implementing Industry 4.0 techniques in Engg Colleges. What should students also do?
Slides for a talk on "The Agile University" presented by Niall Lavery and Dan Babington, PwC at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27-29 July 2015.
See http://iwmw.org/iwmw2015/talks/beyond-digital-the-agile-university/
It's Time for Learning to Go Back to School: Next-Generation Approaches Enric...Cognizant
Major structural shifts in offline and online learning delivery will lead to integrated systems that enable adaptive and holistic higher-education learning environments. Digital footprints will pave way for schools and, eventually, employers to discover learners' competencies and interests and match it to their own offerings and talent needs.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Helping the Education Industry Learn and Ascend the Digital Technology CurveCognizant
Our framework and tool enables players in the educational ecosystem - educational institutions, publishers and technology providers - to efficiently evaluate new digital technologies in terms of innovation maturity, learner-centricity and the four dimensions of learning: space, schedule, style and supplement.
The future of data analytics education is marked by diverse trends and innovations. Online learning, micro-credentials, and interdisciplinary approaches are democratizing access and specialization. Technology integration, such as AI and cloud-based labs, enhances learning experiences, while project-based and personalized learning foster practical skills and adaptability. Ethical considerations and industry collaboration are integrated, and interactive tools, gamification, and VR/AR provide engaging education. Challenges include content updates, equitable access, data privacy, and quality assurance. Overall, data analytics education is evolving to meet the demands of a data-driven world, emphasizing adaptability, inclusivity, and ethical practices.
The Future of Data Analytics Education_ Trends and Innovations (2).pdfUncodemy
The future of data analytics education, particularly the Data Analytics Course in Dehradun with Uncodemy, embodies dynamic innovation, adaptability, and an unwavering commitment to preparing individuals for the data-driven world. In an evolving industry, it's imperative to keep education aligned with shifting demands. This entails staying updated with swiftly evolving technologies, addressing concerns about equitable access, navigating the intricacies of data privacy and ethics, and ensuring high quality and consistency in online and micro-credential courses. To fully unlock the potential of data analytics education, it is of utmost importance to invest dedicated efforts, champion inclusivity, and uphold ethical standards. By doing so, we can empower individuals to embark on a journey of learning and professional growth in the field of data analytics, thereby fostering innovation and progress in our data-centric society. Explore the Data Analytics Course in Dehradun with Uncodemy and seize valuable opportunities in this dynamic field.
CapTech Talks Webinar October 2023 Bill Butler.pptxCapitolTechU
Slides from a webinar presented Oct. 19, 2023 by Capitol Technology University and featuring Dr. William Butler, discussing cyber education challenges in 2024.
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
The role of UK higher education (HE), further education (FE) and skills sectors in developing student employability is clear. Technology can be an enabler to the development and communication of employability skills, but are organisations and employers making best use of it?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. INNOVATION AND DISRUPTION IN
HIGHER EDUCATION
Managing change
Steven Warburton, University of Surrey, UK.
eLearning 2.0 2013
Brunel University
2. Technological change is exponential not linear.
Knee of the curve (2014)
„The Singularity Is Near‟ (Kurzweil, 2005)
3.
4. Trends 2013:
1. Mobile Device Battles
2. Mobile Applications and
HTML5
3. Personal Cloud
4. Enterprise App Stores
5. The Internet of Things
6. Hybrid IT and Cloud
Computing
7. Strategic Big Data
8. Actionable Analytics
9. In Memory Computing
10. Integrated Ecosystems
12. 1. Relevance, value proposition and
value network
2. Digital literacy, participation and
exclusion
3. Sustainable delivery and business
models
4. Demographic shift, life-long learning
and linking formal and informal
learning
5. Big data, privacy, data protection
and digital identity
Challenges
University: 'a series of schools and departments held together by a central heating system’ (Robert
Maynard Hutchins)
13. 1. Old Age Wellness Manager / Consultant
2. Vertical Farmer
3. Nano-Medic
4. Climate Change Reversal Specialist
5. New Scientists Ethicist
‘The shape of jobs to come: Possible New Careers Emerging from
Advances in Science and Technology (2010 – 2030)’.Fast Future Research
14.
15. • Volvo’s CEO suggests by 2025 a European deficit in
engineers of 500,000
• Predictions in the ICT sector suggest a 2015 Europe-
wide shortfall of 700,000 professionals
Who to blame?
• ‘Education is an obvious culprit’.
• ‘Part of the problem is the time lag between
curriculum development and the arrival of qualified
graduates in the marketplace. ‘
Employment paradox: record youth unemployment
levels BUT a massive skills shortage
16. • The cost of a 4-year college
degree has increased y 2 to 3
times since the 80s
• Starting salaries for graduate
have remained flat in real
terms
• Universities vulnerable to
disruptive innovation where
easy-to-ignore “inferior,” low-
cost alternatives improve to
the point where they become
a serious threat.
17.
18. the avalanche?
• MOOCs could lead HE into a ‘Napster’ moment’ - Martin
Bean, Open University
• President of Stanford University - "a digital tsunami",
threatening to sweep aside conventional university
education – Guardian article
• 36 universities employing 36 academics each offer a first
year mathematics course. The 36 universities collaborate
and develop a single first-year mathematics course which
is available to all students online and for free.
• Do the universities need the 36 academics?
• Does the government need 36 universities?
• The answer to both questions, of course, is no.
19. MOOC platform, country
Quoted student
numbers (date of
announcement)
Number of
courses (as of
28/5/13)
Number of
institutions
Coursera, US
3,670,803
(on 28/05/13)
374 70
EdX, US
900,000
(approx, May 2013)
53 27
Udacity, US
400,000
(approx, May 2013)
25 1
FutureLearn, UK N/A N/A 21
20. MOOC learner types and proportions
http://lytics.stanford.edu/deconstructing-disengagement/
“Deconstructing Disengagement: Analyzing Learner
Subpopulations in Massive Open Online Courses,”
22. Edinburgh MOOCs headlines
The results of a survey of 45,000 users:
• A very high proportion of window-shopping learners in all MOOCs
• 176 nationalities participated
• Dramatic declines in participation from enrollment to Week 1
• Thereafter, continued participation varied widely between the six
MOOCS
• Main reasons given for joining the courses were:
– Curiosity about MOOCs and online learning
– Desire to learn new subject matter.
• Career advancement and obtaining certificates were less important
motivations
• MOOC learners are more akin to lifelong learning students in
traditional universities than to students on degree programmes
http://www.era.lib.ed.ac.uk/bitstream/1842/6683/1/Edinburgh%20MOOCs%20Report%2
02013%20%231.pdf
23. • Three online for-
credit math courses
for $150 to 100
students per course;
• Of those students,
half were San Jose
State students and
the other half were
un-enrolled
students;
• Students
underperformed;
• Lacked appropriate
access;
• Course put together
in haste.
24. “The provosts of Big 10 universities and the University of
Chicago are in high-level talks to create an online education
network across their campuses, which collectively enroll
more than 500,000 students a year.
And these provosts from some of America’s top research
universities have concluded that they – not corporate
entrepreneurs and investors -- must drive online education
efforts.”
Controlling a disruptive innovation?
https://www.documentcloud.org/documents/716121-cic-online-
learning-collaboration-a-vision-and.html
http://www.insidehighered.com/news/2013/06/19/big-10-provosts-
question-partnerships-ed-tech-companies
27. Online learning – the innovation space
• “Some faculty members report that their online classes
have been among the most exciting and creative
teaching experiences of their careers. Many said it has
reinvigorated their instruction, encouraging innovative
strategies for reaching and teaching students.
• Across the curriculum, the dichotomy between
“traditional” and “online” offerings is breaking down,
as a continuum of “blended” possibilities increasingly
becomes the instructional norm across our campuses.
• Many faculty and many students are finding
enrichment in this period of rapid instructional
innovation.”
https://www.documentcloud.org/documents/716121-cic-online-
learning-collaboration-a-vision-and.html
30. 1. It includes both the old and new technology (whereas a pure
disruption does not offer the old technology in its full form).
2. It targets existing customers, rather than nonconsumers—that is,
those whose alternative to using the new technology is nothing at
all.
3. It tries to do the job of the preexisting technology. As a result, the
performance hurdle required to delight the existing customers is
quite high because the hybrid must do the job at least as well as
the incumbent product on its own, as judged by the original
definition of performance.
4. It tends to be less “foolproof ” than a disruptive innovation. It
does not significantly reduce the level of wealth and/or expertise
needed to purchase and operate it.
Hybrid innovation: four characteristics:
31.
32. Competency-based, outcomes
orientated learning
• Learning = constant
• Time = variable
• Alignment of learning outcomes with job market
requirements
• Adaptive learning processes
• Personalised – Individualised, differentiated, taking
account of interest experience and preferences
• Seven careers – constant engagment with learning
33. What you need to learn
How you can learn Demonstrating your learning
37. Rienties, B., Heliot, Y., & Jindal-Snape, D. (2013). Understanding social learning relations of
international students in a large classroom using social network analysis. Higher Education.
Dawson, S. (2008). A study of the relationship between student social networks and sense of
community. Educational Technology and Society, 11 (3), 224–238.
38. Type of Analytics Level or Object of Analysis Who Benefits?
Learning Analytics
Educational data
mining
Course-level: social networks,
conceptual development,
discourse analysis, “intelligent
curriculum”
Learners, faculty
Departmental: predictive
modeling, patterns of
success/failure
Learners, faculty
Academic Analytics
Institutional: learner profiles,
performance of academics,
knowledge flow
Administrators,
funders, marketing
Regional (state/provincial):
comparisons between systems
Funders,
administrators
National and International National governments,
education authorities
Siemans, G. (2011) http://www.learninganalytics.net/?p=131
39.
40.
41. • Institution-specific toolboxs that enhance
personal and organizational productivity.
• A balance of tools and timing for the
implementation of technology to create an
ecosystem of technical capabilities
• Enable synergies of cost-effective flexibility
for the infrastructure, exostructure and the
end user.
Gartner, 2013
47. • Technology Development
• The competitive advantages of MOOCs provided by UK
HEIs or on UK platforms would be increased by a
technological lead in the following areas.
• Adaptive learning driven by learner analytics
• Badging and Accreditation technology. This could be
not merely about course content achievements, but
also about learning-related skills such as reputational
impact in social media.
• Authentication technology
(Retina, keystroke, challenge) which would leverage the
robust and proven peer assessment methods
48. • MOOCs as a centre of innovation and pulling in many areas together:
• lightweight accreditation e.g. badging
• flipped classroom
• analytics
• adaptive learning
• competency based learning
• authentication
• http://chronicle.com/article/The-Future-Is-Now-15/140479
• Innovations to impact on higher education over the next 36 months:
• 1: e-Advising
• 2: Evidence-based pedagogy
• 3: The decline of the lone-eagle teaching approach
• 4: Optimized class time (Stanford medical School: 70% formal education online)
• 5: Easier educational transitions
• 6: Fewer large lecture classes
• 7: New frontiers for e-learning
• 8: Personalized adaptive learning
• 9: Increased competency-based and prior-learning credits
• 10: Data-driven instruction
• 11: Aggressive pursuit of new revenue
• 12: Online and low-residency degrees at flagships
• 13: More certificates and badges
• 14: Free and open textbooks
• 15: Public-private partnerships
54. 159...LIGHT ON TWO SIDES OF EVERY
ROOM
When they have a choice, people will always
gravitate to those rooms which have light on
two sides, and leave the rooms which are lit
only from one side unused and empty.
Therefore:
Locate each room so that it has outdoor space
outside it on at least two sides, and then place
windows in these outdoor walls so that natural
light falls into every room from more than one
direction.
(Alexander et al., 1977)
Context: building an internal space for people
57. ‘Each pattern describes a problem which occurs over and over again in our
environment, and then describes the core of the solution to that problem, in
such a way that you can use this solution a million times over, without ever
doing it the same way twice.’
58. 1. Capture and re-use expert design knowledge
2. Establish common terminology and language
3. Provide the necessary level of abstraction for
solving novel problems … encouraging creative as opp
to drivative use.
61. Digital Identity Panic
Facet MeLeaving Trails
Putting Children First
Permissioned Aggregation
Purposeful Delay
Space for Lurking
What is My Name
Digital Identity Pattern Collection at http://purl.org/planet/Main/
Personal Professional
Technical
Social
Wear your skills
Identity Placemaking Identity Before Collaboration
62. Data, data, everywhere
• Stored information 2009 totaled 0.8 zetabytes
(800 billion gigabytes). IDC predicts by 2020,
35 zetabytes of information will be stored
globally.
• Comprises messy data, such as social
networks user profiles and posts … digital
traces of our online transactions
63. Source: Cisco systems
By 2011, twenty
typical households
were capable of
generating more
traffic than the entire
Internet in 2008.
64. Three types of analytics intervention
1. Efficiency in the wider functioning of the
institution (which has few implications for teaching
practice);
2. Enhanced regulation of the teaching and
learning environment (which has potentially
negative impact on teaching practice);
3. Methods and tools intended to help lecturers
carry out their tasks more effectively (which have
the potential to be a useful tool in teaching practice).
The Implications of Analytics for Teaching Practice in Higher Education
Professor Dai Griffiths (IEC), JISC CETIS Analytics series, Vol. 1 Number 10.
65. Benefits:
• Lead indicators and predictive models for
identifying students that need additional
learning support;
• Reductions in student attrition,
• Measurement of student graduate
attributes
• Development of scalable methods for
enhancing teaching practice
67. • Analytics should not only to react to the
present, but also to predict future trends
and ‘respond’ accordingly.
• Rio Salado University claims that they can
predict with 70 per cent accuracy, and after
8 days of class, whether a student will score
a ‘C’ or better.
Parry, M. (2012). Big Data on Campus. The New
York Times, 1–9.
68.
69.
70.
71.
72.
73. But … big data poses big questions
• Ethics
• Legality*
• Neutrality
• Art of teaching versus the science of teaching
• Objective versus subjective interpretation
• Occularcentrism, representation becomes
truth
*http://www.technollama.co.uk/analysis-of-ukeu-law-on-data-mining-in-higher-education-institutions
74.
75.
76. What does analytics demand from us?
• Analytics allow the educator and learner to
access information that has previously been
the domain of the researcher
Therefore:
• Data visualisation and data literacy are key;
• Providing context to act on analytics
information is a vital part of ‘closing the loop’.
Editor's Notes
The world no longer appears infinite in resources, slow paced, linear and stable. We now see the limitations; feel the impact of rapid change; and we can conceptualize the non-linear and unstable nature of it all! The idea is that this technological singularity is approaching, and we're not talking about 500 years from now… In his latest book called The Singularity Is Near, Ray Kurzweil claims it will happen probably around 2014, which makes also sense with many prophecies... I don't want to go new age here, but it's a fact that the Hopi and the Mayan too, set the end of their calendars on 21st of December 2012... plus, Terence McKenna (r.i.p.) with his Novelty theory found out something similar and in a much more "psychedelic" way... he found out everything is accelerating at an increasing pace, and also found out that in 21st of December 2012 something will profoundly change the way we experience reality and time.The difference with Ray Kurzweil is Ray is a famous and trusted scientist that can release a well written book, easy to read, full of examples. Terence also was easy to read, wrote well written book, and provided examples, but was not famous and most of all not trusted by the scientific community. Kurzweil definitely is.But I don't want to digress too much.In his book, Kurzweil uses lots of data and examples to convince the reader about how "everything" (what McKenna called Novelty and what kurzweil might call Pattern Complexity) is accelerating at an increasing (exponential) rate. He states that in 2014 the acceleration will be visible and our old schemes for forecasting the future will not apply anymore.If at the moment we are probably just starting to get the feeling that something "isn't right", that things are flowing too fast, well, we better sit tight because its' just the beginning.Any exponential curve starts very slowly, not-distinguishable from a linear progression, as you cans see from this picture here.But at a certain point, called the "knee of the curve", there is a dramatic acceleration. Kurzweil states we are reaching the knee, we should get there by 2014. At that moment, we should be able to see the singularity, and all those old old human schemes should, finally and hopefully, brake down.The technological singularity is an AI (artificial intelligence) probably linked with our biological brain.Pure intelligence.Bio-machines pushing forward all boundaries.An intelligence far greater than ours.I guess all this could begin with the invention of a machine that can pass the Turing test.Kurzweil goes as far as speculating that this technological singularity will spread from earth to the whole universe. If speed of light can be surpassed it might happen very very fast.
How do we manage these – other than jumping on the MOOC bandwagon?
What are MOOCs? A sustaining or disruptive innovation … are institutions leaping onto the MOOC bandwagon as a response to exerting control over openness. The brutal As recently as 1976, the company held a 90% market share of film sales and 85% of camera sales. It was the Google of its day, attracting the best technical talent from across the country.Kodak’s primary strategy was to sell high margin film. Known as the razor blade strategy, the company developed inexpensive cameras as a means to an end: their purpose was to facilitate lucrative film sales. In summary, its digital camera invention was held back because of management’s concerns about the negative impact on film sales.In contrast, firms that set up separate subsidiaries have been able to grow game-changing innovations into full-fledged businesses. HP did this with the invention of the ink jet printer in the 1980s. It set up an autonomous subsidiary in Vancouver, Washington, far removed from the influence of corporate headquarters in Palo Alto, California. Initially, the ink jet printer market was small and limited; over time, the company turned it into a significant business.
See also – an ‘avalanche is coming’. So we need the TOOLS to deal with these challenges. For me me these tools are going to be based arounddesign and modeling.
Stanford’s Lytics Lab approached the problem by investigating and categorizing learners through courseware analytics, to reveal more granularity in the large populations dropping out. The report “Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses,” identified four significant clusters of students in three computer science MOOCs“Auditing” learners watched lectures throughout the course, but attempted very few assessments.“Completing” learners attempted most of the assessments offered in the course.“Disengaging” learners attempted assessments at the beginning of the course but then sometimes only watched lectures or disappeared entirely from the course.“Sampling” learners briefly explored the course by watching a few videos. Different distributions were noted across the three courses analysed (a High School, Undergraduate and Graduate School course, respectively ). at http://lytics.stanford.edu/deconstructing-disengagement/ I think this sort of classification is really helpful and one (or more?) of them needs to feature in the Exec Summary Is there any further discussion abt why these profiles hold? It may be useful from the FE perspective.
Michael Feldstein’s chart aggregating the available data shows a characteristic distribution of MOOC learner types across course duration.
Practically what does this mean in the institution.A SNAPSHOT from our direction.Don’t forget compass point.Visualisation anddashboarding
Social network analysis [SNA] is the mapping and measuring of relationships and flows between people, groups, organizations, computers, URLs, and other connected information/knowledge entities. The nodes in the network are the people and groups while the links show relationships or flows between the nodes. SNA provides both a visual and a mathematical analysis of human relationships. Management consultants use this methodology with their business clients and call it Organizational Network Analysis [ONA].Dawson, S. (2009). ‘Seeing’ the learning community: An exploration of the development of a resource for monitoring online student networking. British Journal of Educational Technology, 41(5), 736-752. A network diagram is a visual depiction of all interactions occurring among students and staff. This information provides rapid identification of the levels of engagement and network density emerging from any implemented online learning activities. Social network visualisations provide a snapshot of who is communicating with whom and to what level. A network diagram of your students’ discussions online can:• identify disconnected (at risk) students;• identify key information brokers within your class;• identify potentially high and low performing students so you can plan interventions before you even mark their work;• indicate the extent to which a learning community is developing in your class;• provide you with a “before and after” snapshot of what kinds of interactions happened before and after you intervened/changed your learning activity design (useful to see what effect your changes have had on student interactions and for demonstrating reflective teaching practice e.g. through a teaching portfolio)• allow your students to benchmark their performance without the need for marking.
Appropriated ideas from business intelligence and business modeling. Macro level, meso-level and micro-level
Supporting educational missions. Taking as a model the way news publishers have supported their titles through online versions, the report cites evidence that open educational resources drive up paid course enrollments by around 10%. Market leaders are particularly well placed to attract new students from a strong free web presence. Expanding a University’s footprint in the digital space is less risky, less costly and faster than doing so in the real world. Driving Internationalisation. Noting that international participation in MOOCs is much higher than other forms of HE, Universities UK recommends MOOCs both as a lower cost alternative to some Trans National Education (TNE) arrangements, and as a way of delivering preparation and induction to students prior to embarking on TNE arrangements Diversified learning pathways. MOOCs offer a new and flexible pathway in learning. To take advantage, faculties are urged to join MOOCs experimentally, along with their students; and to audit the IP of their content with a view to clearing copyright for MOOC publication in due course. Cost restructuring. Citing again the experience of news publishers, whose cost model has been re-invented by the internet, UniversitiesUK advises that the free MOOC model of online learning will impact the tuition-based revenue model. This will happen in four domains: Content production, building of delivery platforms, provision of feedback and support, and awards. In all these dimensions, MOOCs offer not just new financial models, but in addition the opportunity to unbundle elements of the HE package and deliver them through different channels Shared Services. Universities are also advised to embrace the possibilities of sharing content and student support services that come with aggregation platforms. The University of California move to provide a single statewide version of core courses shared by multiple instititions is offered as an example Learning R&D. UniversitiesUK underlines that MOOCs foster a set of so-called “emergent learning technologies” (as opposed to those already resident in installed Learning Management Systems) and highlights the potential from them. The priority technologies are listed as: Learning Analytics (to improve feedback to students)Adaptive Learning (personalized pathways)Social Network Analysis (puts connection and linkage to the fore)Discourse Analytics (automated assessment)Semantic Web Technologies (automated personalized enabling of customized support and content feeds)Virtual Problem Based Learning (immersive environments to hone procedural skills)The report makes the observation, based on the experience of Amazon and Google, that early adoption of such technologies can help to build dominant market positions, and applies this principle to Universities. (By way of commentary on this list, the present authors note that Universities UK have not identified the authentication technologies (Iris recognition, key stroke pattern) that would automate learning validation – we consider this an omission, especially as Coursera is already deploying some of them.) Reforming the Core. Under this rubric, UniversitiesUK considers a basket of institution-wide issues raised by the increasing role of online provision in University offers. Recommending that Universities rebalance “different aspects of an institution’s work, including online and physical, free and paid-for provision”, the report lists several areas of HE activity which may need to be reassessed including quality assessment, assurance and organizational structure. Included in this heading is the need to deliver courses that give students the skills to extract value from online environments – including new presentation and networking skillsets. Academics and administrators too will need re-educated, to exploit data and technology opportunities more effectively as part of their workload.
Capture and communicate successful practice as design knowledge.Describe – so what does a pattern look like.Everyone designs who devises courses of action aimed at changing existing situations into preferred ones
Timeless … and vene if we simply look at this pattern it deals so beautifully with technology.
My book.
Data mined via simultaneous search queries using natural language processing, machine learning, and software architectures (e.g. Hadoop)
Macro, meso, micro distinction.Politics of data, ethics.
Remediation and acceleration of learning is at the heart of a personalised learning experience.
MEQ, NSS, iGrad survey’s/ League tables and league positions.
It’s a clever system in several ways (i) the underpinning technology to allow recording screen capture at multiple levels, in built real time support mechanism – not dissimilar to a call-centre and finally the ability to capture real-time data both active and passive. What we are starting to do is now model the CAD classroom setting and the first part of this has been to look at the passive data – group position, attendance, time on task, We are finding strong correlation here between performance and group position.
What eye we cast and what algorithm we program.Where can we positoin ourselves within the landscape?